scholarly journals University Education and the Challenges of Development in African Society

2015 ◽  
Vol 7 (2) ◽  
pp. 53-64
Author(s):  
Felix O Olatunji
Keyword(s):  
Higher Education ◽  
Rapid Development ◽  
University Education ◽  
Cultural Reproduction ◽  
African Society ◽  
Production Of Knowledge ◽  
Body Of Knowledge ◽  
Higher Institutions ◽  
Education In Africa

The importance of education can never be under-played in any society as it is the most potent weapon left to man in order to transform, change and liberate himself and the society from the slavery of ignorance and backwardness. This is done in order to attain rapid development in all ramifications. The epistemic foundation for the establishment of higher institutions (universities) has been devoted to the production of knowledge and cultural reproduction through the ages. It should be known from the outset that universities are moulded on the foundation and systemic structure of the Western ideologies. But there are salient barriers towards the pursuit of higher education in Africa, which are multi-faceted and multi-dimensional. The thrust of this paper, then, will be to examine the challenges higher education has in Africa, which hinders its process of producing a body of knowledge that will elevate the human conditions and posit it for all-round development. Therefore, the methodology shall be purely analytic in nature.

scholarly journals STRATEGY OF INTERNATIONALIZATION AS A KEY PRIORITY OF UNIVERSITY EDUCATION DEVELOPMENT IN UKRAINE

2018 ◽  
pp. 38-46
Author(s):  
Olga Vyhovska ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Institutional Strategy ◽  
The World ◽  
The Bologna Process

The article deals with the theoretical analysis of the problem of internationalization of higher education in the context of introducing reforms of the Bologna process in the European region and, in particular, in Ukraine; the historical periods of formation of the internationalization of higher education from the moment of the first European universities emerged; it was determined that universities at their institutional level are important participants in internationalization and, in accordance with local specifics, their understanding of the objectives of ensuring the quality of education and development priorities must develop their own strategies for internationalization; on the example of the Grinchenko University it is substantiated that the development of the institutional strategy of internationalization is one of the key priorities of the development of university education in Ukraine. Modern information and communication technologies, the rapid development of distance learning, the growing popularity of Internet universities form a single world educational market in which higher education institutions from different countries of the world, without restricting themselves national borders, offer their services in conditions of strict international competition. The processes of Ukraine’s integration into the world educational space, in particular its accession to the Bologna Process, determine the creation of a competitive sphere of Ukrainian higher education. The urgency of the problem of internationalization, which reflects the idea of openness of education and science in the world and has significant modernizing potential, lays the foundation for its scientific reflection on the integration into the national context of the best international standards of higher education quality. These imperatives should serve as a guideline for the institutional strategy of internationalization as a key priority for the development of university education in Ukraine in order to increase the competitiveness of Ukrainian higher education institutions and their integration into the European educational space.

scholarly journals Transition and Participation of Rural Students in Higher Education: Barriers and Opportunities

2019 ◽  
Vol 1 (2) ◽  
pp. p94
Author(s):  
Benard O Nyatuka
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Rural Areas ◽  
Educational Aspirations ◽  
Rural Students ◽  
Policy Makers ◽  
Body Of Knowledge ◽  
Rural Economies ◽  
Barriers And Opportunities ◽  
Higher Institutions

There is an accumulating body of knowledge that points to the fact that rurality is a crucial demographic to be considered in the identification of students with respect to access to and retention in the higher institutions of learning. Research shows that rural economies, for instance, help shape students’ career aspirations and labour options in these institutions. Among others, some students may find it difficult to make a decision on whether to go back to their hometowns instead of pursuing their dreams elsewhere in the community once they graduate from the higher institutions of learning. Students from rural areas are generally perceived to have low educational aspirations and achievement. Indeed, most of the studies concerning rural students tend to be tilted towards their educational and career choices. Interestingly, despite policy makers across the various sectors of the economy increasingly paying attention to the rural population, little focus has been directed towards transition, experiences and or participation of students from the rural communities in higher education. Against this background, this theoretical paper explores the barriers as well as opportunities regarding transition and participation of rural students, with a view to enhancing provision of meaningful higher education, including realization of the envisaged goals of this cycle of learning.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

F. Donald Logan, University Education of the Parochial Clergy in Medieval England: The Lincoln Diocese, c.1300–c.1350 (Toronto: Pontifical Institute of Medieval Studies, 2014), xiv + 197 pp., 6 tables. ISBN: 9780888441881

2017 ◽  
Author(s):  
Virginia Davis
Keyword(s):  
Higher Education ◽  
Fourteenth Century ◽  
University Education ◽  
Medieval England ◽  
Medieval Studies ◽  
Parish Clergy ◽  
The Way

This chapter reviews the book University Education of the Parochial Clergy in Medieval England: The Lincoln Diocese, c.1300–c.1350 (2014), by F. Donald Logan. In 1298, Pope Boniface VIII’s constitution cum ex eo was published. It was considered a landmark in the provisions of higher education for the parish clergy, opening the way for parish rectors who had not yet been ordained as priests to absent themselves from their parishes for up to seven years to attend university. Logan explores how this constitution was implemented across Europe by focusing on the diocese of Lincoln, the largest in England with nearly 2,000 parishes. Logan emphasises the distinction between cum ex eo dispensations and the parallel procedure called licencia studendi, both of which contributed significantly to the enhancement of clerical education in fourteenth-century England.

scholarly journals Educational inequalities in obesity: a multilevel analysis of survey data from cities in Latin America

2021 ◽  
pp. 1-9
Author(s):  
Mónica Mazariegos ◽  
Amy H Auchincloss ◽  
Ariela Braverman-Bronstein ◽  
María F Kroker-Lobos ◽  
Manuel Ramírez-Zea ◽  
...  
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Survey Data ◽  
Latin American ◽  
Effect Modification ◽  
University Education ◽  
Educational Inequalities ◽  
Obesity Prevalence ◽  
Socio Economic Development ◽  
American Cities

Abstract Objective: Using newly harmonised individual-level data on health and socio-economic environments in Latin American cities (from the Salud Urbana en América Latina (SALURBAL) study), we assessed the association between obesity and education levels and explored potential effect modification of this association by city-level socio-economic development. Design: This cross-sectional study used survey data collected between 2002 and 2017. Absolute and relative educational inequalities in obesity (BMI ≥ 30 kg/m2, derived from measured weight and height) were calculated first. Then, a two-level mixed-effects logistic regression was run to test for effect modification of the education–obesity association by city-level socio-economic development. All analyses were stratified by sex. Setting: One hundred seventy-six Latin American cities within eight countries (Brazil, Chile, Colombia, Costa Rica, El Salvador, Guatemala, Mexico and Peru). Participants: 53 186 adults aged >18 years old. Results: Among women, 25 % were living with obesity and obesity was negatively associated with educational level (higher education–lower obesity) and this pattern was consistent across city-level socio-economic development. Among men, 18 % were living with obesity and there was a positive association between education and obesity (higher education–higher obesity) for men living in cities with lower levels of development, whereas for those living in cities with higher levels of development, the pattern was inverted and university education was protective of obesity. Conclusions: Among women, education was protective of obesity regardless, whereas among men, it was only protective in cities with higher levels of development. These divergent results suggest the need for sex- and city-specific interventions to reduce obesity prevalence and inequalities.

scholarly journals Inclusive Higher Education and the Built Environment. A Research and Teaching Agenda for Gender Mainstreaming in Architecture Studies

2021 ◽  
Vol 13 (5) ◽  
pp. 2565 ◽  
Author(s):  
José Parra-Martínez ◽  
María-Elia Gutiérrez-Mozo ◽  
Ana Gilsanz-Díaz
Keyword(s):  
Higher Education ◽  
University Education ◽  
Gender Mainstreaming ◽  
Transfer Of Knowledge ◽  
Design Development ◽  
Gender Perspective ◽  
The Sustainable Development ◽  
Definition Of ◽  
Mutual Care ◽  
Effective Transfer

As one of the Sustainable Development Goals of the United Nations’ 2030 Agenda, gender equality is a necessary foundation for a peaceful and sustainable world. The integration of the frameworks of analysis and action provided by gender perspective into the design, development and assessment of any program related to university education, research and management is essential to the fulfillment of both quality higher education and an effective transfer of knowledge and values to society. Starting from a standpoint of commitment to this progressive outlook, this essay focuses on the specific case of the University of Alicante, Spain, and on its Architecture studies. It seeks to underline the achievements of this institution in the fostering of a critical spirit and the empathy of its students by way of the implementation of gender perspective as a tool for the conception of complex, diverse and integrating projects, aligned to the objective of mutual care between people and the environment. This is crucial for the co-education of future generations of architects, who will play a central role in the definition of new practices and policies related to space and materials, which favor a more sustainable, inclusive and caring scenario for both humans and non-humans.

Christian Higher Education in Africa

2012 ◽  
Vol 11 (5) ◽  
pp. 349-352
Author(s):  
Stuart Fowler ◽  
Isaac N. Mutua
Keyword(s):  
Higher Education ◽  
Christian Higher Education ◽  
Education In Africa

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

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